Prevent Teach Reinforce 1/28/16 PaTTAN Harrisburg Kim Seymour, M.Ed., Ed.S. Adapted from: Iovannone, R., Smith, L.M., Neugebauer, T.L., & Boyer, D. (2015, October). Building State or District Capacity for Evidence-Based FBA/BIP Process: Prevent-Teach-Reinforce. Presented at the 2015 National Leadership Forum, Rosemont, IL. Pennsylvania Training and Technical Assistance Network
PaTTAN s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
PDE s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
What is Prevent-Teach-Reinforce (PTR)? A standardized FBA/BIP process Iovanne et al. (2009) Randomized control trail 2005-2009 Compared to students receiving services as usual PTR more effective (significant to moderate effect size) in: Decreasing problem behavior Increasing appropriate/replacement behaviors Increasing academic engaged time Teachers implemented behavior plans with high fidelity (> 80%) Teachers rated PTR high on social validity measures (4.2 out of 5)
Where is PTR in MTSS?
PTR Process Intervention teams provided manual and assigned PTR consultant Four step process aligned with problemsolving process: 1) Goal Setting (Problem Identification) 2) Functional Assessment (Problem Analysis) 3) Intervention (Intervention Implementation) Coaching & Fidelity 4) Evaluation (Monitoring and Evaluation of RtI)
How is PTR Different? Collaborative approach Facilitated by person with expertise in ABA principles and FBA/BIPs Input systematically gathered from all team members Behavior interventions selected from menu with facilitator ensuring link to hypothesis Behavior intervention task analyzed and matched to teacher feasibility and skills Coaching teacher to implement support plan part of process Fidelity measures developed and collected Problem-solving/decision-making based on data guidelines.
Training others Facilitators/coaches: Training is a job-embedded approach PTR overview provided to districts/states When possible, trainer provides an example of PTR process with a real team in a district Districts/states select key people to be trained as facilitators/coaches Facilitators/coaches take a minimum of one team through the PTR process Facilitators/coaches receive TA from PTR researchers (e.g. Rose Iovannone, Don Kincaid, Glen Dunlap, Phil Strain)
Training Others Master Facilitators/Master Coaches Subset of Individuals trained as facilitators Master Facilitators/Master Coaches select a peer/professional in district to train as a facilitator by using a modified behavioral skill training approach (provide content, model, observe facilitator/coach practice, provide feedback) Master Facilitators/Master Coaches receive TA from PTR researchers
PTR Process Before Process: Determine relevant team members 3 levels of knowledge represented: Members Person with knowledge of the student (teacher, IA, parent) Facilitator: someone with knowledge of functional assessment, behavioral principles (PTR consultant, school-based consultant) Someone with knowledge of context (administrator or designee)
PTR: Step 1 1) Goal Setting: Identify behaviors of greatest concern to the team and possible replacement behaviors (teach) Prioritize and operationalize behaviors targeted for intervention Develop teacher friendly baseline data collection system
Goal Setting
Step 1: Progress Monitoring System Individualized Behavior Rating Scale Tool IBRST Direct Behavior Rating (DBR) Hybrid assessment combining features of systematic direct observations and rating scales Efficient and feasible for teacher use Provides data for decisions Prioritized and defined behaviors measured Requires minimum of 1 appropriate and 1 inappropriate behavior
IBRST 5-point scale Key Can be modified Definition of behavior Directions: over what period of the day will behavior be rated? What do each anchor point represent as perceptual estimates? Practice After setting up, teacher practices rating student s behavior from earlier in the day or previous day Adjustments made accordingly
IBRST Example
IBRST Key (Example)
Step 2: Functional Behavior Assessment PTR Assessment (FBA) Prevent: antecedents/triggers of problem behavior Teach: functions of problem behavior, possible replacement behaviors Reinforce: consequences associated with problem behavior, possible reinforcers Assessment form completed by each team member Facilitator summarizes input on Assessment Summary Table and develops draft hypothesis Team reaches consensus Facilitator has conducted at least ONE direct observation of student and context prior to this step
PTR Assessment Organization Table
Assessment Summary Table (Example)
Assessment Summary Table (Example continued)
Example Hypothesis
Step 3: PTR Intervention Plan Behavior interventions selected by team from PTR Menu Team provides description on how interventions will look in the classroom Facilitator guides the team/teacher using ABA principles to develop most effective intervention that matches the team/teacher context Each intervention selected is described in detail by task-analyzing steps, providing scripts, describing adult behaviors, NOT student behaviors
Step 3 continued After plan is developed: Time is scheduled to train team/teacher on implementation strategies Plans for training students and other relevant individuals Support provided once plan is implemented
Intervention Checklist: Elementary
Intervention Checklist: Secondary
Intervention Checklist: Secondary (STUDENT)
Writing the Intervention Plan Task analyze each step Be very explicit Example:
Coaching/Fidelity Teacher and Staff Training Initial training with no students present (30-90 min) Model, role play, Q&A, discussion Coaching/Fidelity Checklist Used by PTR Consultant for training evaluation Evaluate teacher accuracy on each step prior to implementation with student Comfort and competence measured Also used as fidelity measure after intervention is implemented
Coaching/Fidelity: Example
Step 3: In-Class Support Provide support to teacher in implementation Be present on first day of implementation Determine when to debrief Measure fidelity Discuss and modify in needed
Step 4: Progress Monitoring Data-Based Problem-Solving What is working/not working? What changes are needed? Is more data needed? Implementation Fidelity Data Is the plan being implemented consistently and accurately? Student Outcome Data Is problem behavior decreasing? Is replacement behavior increasing? Next steps decisions based on data: Expand the plan/generalize Intensify the plan Fade components Identify other behaviors to address Gather more information to analyze the problem
Contact Information www.pattan.net Kim Seymour, M.Ed., Ed.S. kseymour@pattan.net 717-901-2278 Commonwealth of Pennsylvania Tom Wolf, Governor
Prevent Teach Reinforce for Young Children (PTR-YC) The Early Childhood Model of Individualized Positive Behavior Support Aimee Newswanger, MSW EITA Consultant *Material taken from CSEFEL Modules and Prevent Teach Reinforce for Young children by Glen Dunlap, Janice Lee, et. al. 2013
Understanding Challenging Behavior Principle 1: Challenging behaviors are communicative Principle 2: Challenging behaviors are maintained by their consequences Principle 3: Challenging behaviors occur in context Dunlap & Lee, 2013
Challenging Behaviors Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers and adults. Behaviors that are not responsive to the use of developmentally appropriate guidance procedures. Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destruction, self-injury, noncompliance, and withdrawal.
Intensive Individualized Interventions Intensive individualized interventions are used with children who: have very persistent and severe challenging behavior do not respond to the typical preventive practices, child guidance procedures, or social emotional teaching strategies that would work with most children.
PTR-YC Tier I: Universal Classroom Practices 1. Use 5:1 ratio of positive to negative/neutral attention 2. Use predictable and comprehensible schedules 3. Use routines within routines to heighten predictability 4. Teach behavioral expectations directly 5. Teach peer-related social skills
Who Qualifies for PTR-YC Children engaging in challenging behavior. Has been used on children from various backgrounds and with various diagnoses. When it is clear that an individual child needs extra help and carefully designed assistance. Dunlap & Lee, 2013
Steps of PTR-YC Teaming and Goal Setting Establishing Practical Data Collection Functional Behavioral Assessment Developing and Implementing the Behavior Intervention Plan (BIP) Follow up: Data-based Decision Making: Next Steps. Dunlap & Lee, 2013
The Behavior Intervention Plan (BIP) All Behavior Intervention Plans must include at least ONE strategy involving: Prevent Antecedent manipulations Teach Instructional Strategies Reinforce Consequences Dunlap & Lee, 2013
3 4 Core Meetings Meeting 1 Teaming and Goal Setting Practical Data Collection Functional Behavior Assessment Meeting 2 Functional Behavior Assessment Summary/Hypothesis Development Meeting 3 Developing and Implementing the Behavior Intervention Plan If needed, Meeting 4 Ongoing data collection and implementation. Dunlap & Lee, 2013
PTR-YC Review Develop a Team Identify team members First meeting Using Goal Sheet Identify primary target behavior to decrease Identify primary replacement skill to increase What behaviors do you expect of all children at the time this child typically engages in the targeted challenging behavior? Which is the most important one of these behaviors to teach this child? Develop data plan Collect baseline data between meeting one and two Dunlap & Lee, 2013 Form 1
Goal Setting Dunlap & Lee, 2013
Goal Setting
Frequency Counts Behavior Rating Scale 2 TYPES OF PTR-YC DATA COLLECTION Dunlap & Lee, 2013
Practical Data Collection Data in the PTR-YC model are primarily used to monitor progress. It is not possible to collect accurate data on every challenging behavior exhibited. If PTR-YC is going to be used, then data must be collected. Data must be reasonably accurate, reliable and valid. Dunlap & Lee, 2013
Practical Data Collection Team identifies data to collect (based on goals identified by team) using behavior rating scales or frequency counts. Data collection method identified (what, when, how, and who) Data collection needs to be easy for classroom staff to collect, as accurate as possible and measure what it is intended to measure. Dunlap & Lee, 2013
Dunlap & Lee, 2013
Dunlap & Lee, 2013
Behavior Rating Scale Steps 1. Define the target behavior 2. Determine the most important dimension of the behavior * 3. Determine when the behavior will be observed 4. Develop the anchors for the rating scale* 5. Determine who is responsible for recording the data 6. Determine where the records will be located and maintained. Dunlap & Lee, 2013
Things to consider... *Anchors for Challenging Behaviors. The PTR-YC Behavior Rating Scale is based on a rating scale of 1 5. The day with the MOST challenging behaviors would be a 5 The day with the LEAST/NO challenging behaviors would be a 1. Low scores in challenging behaviors are positive. The anchors are written in the bottom portion of the Behavior Rating Scale form. Dunlap & Lee, 2013 *Anchors for Desirable Behaviors. The PTR-YC Behavior Rating Scale is based on a rating scale of 1 5. A day with the MOST desirable behaviors would be a 5. A day with the LEAST/NO desirable behaviors would be a 1. High scores in desirable behaviors are positive. The anchors are written in the bottom portion of the Behavior Rating Scale form.
FBA for Prevent, Teach and Reinforce. MEETING 2: FUNCTIONAL BEHAVIOR ASSESSMENT Dunlap & Lee, 2013
Second Meeting Discusses information gathered from Functional Behavior Assessments. Uses summary of information to establish a hypothesis statement on the behavior s function. The hypothesis is critical as it leads directly into the behavior intervention plan. Dunlap & Lee, 2013
Prevent Teach Reinforce for Young Children FBA Information gathered through the FBA process will help with the following: Purpose/function of the child s behavior. Antecedent and environmental conditions that are associated with the child s challenging and desirable behavior. Consequences that may be maintaining both challenging and desirable behaviors. All info gathered will be summarized in a hypothesis statement. Dunlap & Lee, 2013
PTR-YC Review Functional Behavior Assessment Provide FBA forms to each member of the team at meeting 1. Collect forms prior to the second meeting and identify patterns seen amongst the team. Does the FBA confirm or challenge the original hypothesis? What does the data say? Gather information and summarize on the FBA Summary Form Dunlap & Lee, 2013
Prevent Checklist Dunlap & Lee, 2013
Teach Checklist Dunlap & Lee, 2013
Reinforce Checklist Dunlap & Lee, 2013
Summarize the Patterns Dunlap & Lee, 2013
Using FBA information and Data collected create detailed BIP MEETING 3 BIP DEVELOPMENT BRING ALL OF THIS TOGETHER. Dunlap & Lee, 2013
Identifying Strategies Menu of intervention options with complete descriptions; examples and considerations included. 3 categories of interventions Prevent Teach Reinforce Plans include at least 1 intervention from each category, including how implementation will occur. Dunlap & Lee, 2013
Identifying the Strategies Three important things to keep in mind: 1. At least one strategy needs to be selected from each core component. 2. Each strategy should be linked to the FBA and hypothesis statements 3. There needs to be agreement that team members are capable of implementing the strategy as intended. Dunlap & Lee, 2013
Summary of PTR-YC Intervention Strategies. Prevent Strategies Teach Strategies Reinforce Strategies Provide choices Intersperse difficult/nonpreferred tasks with easy/preferred tasks. Use visual supports and schedules Embed preferences into activities Enhance predictability with schedules Alter physical arrangement of the classroom Remove triggers for challenging behavior Teach communication skills Embed multiple instructional opportunities Peer-related social skills Self-monitoring Tolerate delay of reinforcement Teach independence with visual schedules Dunlap & Lee, 2013 Reinforce desirable behavior Reinforce physically incompatible behavior Remove reinforcement for challenging behavior Emergency intervention plan
The Plan Dunlap & Lee, 2013
PTR-YC Development of Behavior Plan At this third meeting you will pick apart the behavior plan. Identify resources needed. Identify time line and when implementation will begin. Identify data collection methods. From this point you will continue to meet to assess the plan s effectiveness and the process continues in a similar cycle depending on the child/families needs. Dunlap & Lee, 2013
Daisy s Finalized BIP Behavior Intervention Plan Child: Daisy Age: 3 Parents: Jessica Classroom: Preschool 2 Ms. K. Date of Plan: May 20, 2013 Challenging Behavior: Crying Function of Challenging Behavior: To avoid non-preferred activities/transitions Hypothesis Statement: When Daisy is faced with a transition or termination of preferred activities then Daisy will begin to cry (see operational definition), often escalating into dangerous tantrums, as a result she delays transitions and non-preferred activities. Prevent Teach Reinforce Strategy Provide choices Choosing Appropriate Solutions Reinforce desirable behavior. When to implement Post Lunch Time Target as soon as Daisy is finished with lunch her alternatives to clean up. Anytime Daisy makes appropriate predesigned choice. Steps involved At free play co-create quiet space with Daisy. Read social story on choices with Daisy. Talk about her choices after lunch time. Prior to lunch remind Daisy of her post-lunch choices. Walk with her to her quiet area and ask her what she will do after lunch. Re-prompt choices. Watch Daisy carefully to assess when she is almost finished with lunch and re-state her choices. Daisy s quiet space should be reserved for Daisy only. Read social story on choices with Daisy. Talk about her choices after lunch time. Prior to lunch remind Daisy of her post-lunch choices. Walk with her to her quiet area and ask her what she will do after lunch. Re-prompt choices. Watch Daisy carefully to assess when she is almost finished with Provide physical affirmation (i.e. hug/hifive Daisy s choice) with descriptive verbal praise after creating quiet space, reading social story and practicing and throughout her lunch time prompts. Provide extra hugs and hi-fives when Daisy makes appropriate choice post lunch.
Are they doing it? Dunlap & Lee, 2013
Fidelity of Plan Behavior plans must be implemented consistently and accurately if they are to be effective. 1. Transfer plan onto the Fidelity Form 2. Schedule time to observe. 3. Provide feedback and time to problem solve. Dunlap & Lee, 2013
Aimee Newswanger, MSW anewswanger@pattan.net Phone number: 717-901-2183 THANK YOU!